Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
Session 6 – Capacity development in the implementation of SDG4Esther Care
Ousmane Senghor, The GambiaOumar Ali Moustapha, TchadUng Chinna, CambodiaMpuya K. Malaba, TanzaniaRamya Vivekanandan
GAML5October 2018
Hamburg, Germany
2
While UNESCO has helped formulate sets of global targets and indicators, it is incumbent on national governments to integrate these SDG 4 global commitments into their collective national education efforts and establish appropriate intermediate national and local benchmarks, or data points, to serve as quantitative goalposts for review of overall progress vis-a-vis the longer term goals.
Furthermore, for each benchmark there must be available tools/data sets to provide quantitative evidence that can be consolidated into an overall national SDG 4 performance scorecard. This means each government agency and partner contributing towards SDG 4 should be able to clearly articulate what data it is collecting, how and when it is collecting it, and how it plans to integrate generated data with the data sets of other agencies and partners, as evidence of success and identified areas for priority action. A related challenge is how to consolidate these multiple data sets into a single national education SDG 4 progress report for the entire country in the most accurate, efficient and effective manner as possible.
Succinct statement from a country
3
What are educational agencies and partners doing to align their plans and monitoring systems to the SDGs?
What efforts have been expended to generate intermediate benchmarks or data points for progress and performance monitoring related to attainment of SDG 4?
What tools are being used by educational agencies and partners to generate needed data to report on outcomes of their SDG 4 related efforts?
What are the continuing gaps in data collection and how might these be addressed?
What are the issues and concerns related to consolidation of data sets across agencies and how might these be resolved?
How can we streamline SDG 4 data consolidation effort across agencies and partners?
Key questions posed in a country forum
4
Forum stakeholders
[country] UNESCO National Commission Department of Education Commission on Higher Education Technical Education and Skills Development Authority Department of Social Welfare and Development Literacy Coordinating Council Early Childhood Care and Development Council National Economic & Development Authority Institute for Development StudiesUNICEF [local]
[country] Statistics Authority Department of the Interior and Local Government Commission on Audit Congressional Committee on Education Senate Committee on Education Department of Health (impact of health and nutrition on educational attainment) Local Government Unit representatives Social WatchOther partners implementing programs to attain SDG 4
Capacity development in theimplementation of SDG:
The Gambia GAML5October 2018
Hamburg, Germany
7
The Gambia
Policy context
The Gambia new sector-wide education policy 2016-2030 “Ensure inclusiveand equitable quality education and promote life-long learningopportunities for all” has triggered critical thoughts for policy implementationand monitoring at the onset.
• What would be our new dispensation in terms of data collection, data sources,frequency of data collection, coordination of data collection ?
• Is there any institutional restructuring requirement to be done for rapid datacompilation?
• What networking arrangements do we need to consider for secondary datacollection ?
• How do we ensure, at national level, the coordination of information and data?• Do we have the necessary local capacity to report on all SDG4 indicators?• How do we align policy goals and targets with the SDG4 indicators ?• What are the financial and human resource requirement for the achievement
of the targets and in terms of data needs and data collection?
8
The GambiaPrimary Level Learning OutcomesThe Primary School Leaving Certificate Examination (PSLCE used to be the only measure of students learningachievement at the Primary level. Following the expansion of upper basic levels in the late 1990s and the institution ofa nine year uninterrupted schooling new learning assessment tools have been developed to assess students’ level ofachievement and inform policy on the overall performance of the system at the primary level.
Type of assessment Main features Implementing agents Purpose
Early Grade Reading
Assessment (EGRA) Results
Conducted every 2 years,
Since 2007
a sample-based nationally
representative ‘12,000 children from
40 schools selected through stratified
and random methods. The student test
is combined with socio-
characteristics background, teacher
background and school information
The curriculum Unit /
INSET UNIT /
Assessment Unit
to measure the most basic foundation
skills for literacy acquisition in Grades 1
to 3
to inform the education sector on the
system’s quality of instruction.
comprehension.
To improve the teaching of reading and
influence the development of tailored
reading matarials
National Assessment Test (NAT)
Conducted annually
A first pilot national assessment
was introduced in 2001.
all students in Grades 3 and 5 in
government, private and grant-aided
schools in the 4 core subjects
(English, Maths, Social and
Environmental Studies, Science).
Influenced by the EGRA survey
protocol, the 2011 NAT test is The
student test is combined with socio-
characteristics background, teacher
background and school
WAEC , SQAD,
CREDD
to provide a national picture of learning
achievements by Grades 3 and 5 in
core subjects.
At regional, cluster and school levels
the results are analyzed to develop
strategies to improve students’
performance.
This will be used to inform curriculum
revision and to signal weaknesses in
the system.
For accountability
9
The Gambia
Secondary Level Learning Outcomes
There are two main types of examination in The Gambia for the secondary cycle. Both exams are administered by the West
African Examinations Council (WAEC
Type of assessment Main feature Implementing agents Purpose
The Gambia Basic Education
Certificate Examination ( GABECE)
which students sit at the end of Grade 9
and is used for both certification (as the
final exam) and selection for entry into
senior secondary;
High stake exam WAEC Mainly used to determine
entry into Senior Secondary
Schools
Results of GABECE are
now used to inform policy
Type of assessment Main feature Implementing
agents
Purpose
The West African Senior Secondary
Certificate Examination.
The WASSCE was introduced by the
West African Examinations Council in
1998 to replace the GCE Ordinary and
Advanced level examinations, as part
of the educational reform programmes
of member countries
This latter exam is administered at the
regional level-The Gambia, Ghana,
Sierra Leone, Nigeria and Liberia
High stake exam
It is administered twice in a year,
in May/June and
November/December, which is
meant to offer private candidates
the opportunity to improve their
grades. WASSCE incorporates
school-based continuous
assessment scores, with a 30
percent weighting.
WAEC •Use an entry requirement
for higher education
•To mark the completion
of Grade 12
•Inform teacher about
curriculum coverage and
mastery
10
The Gambia
The Stakeholders
In the Gambia, data on SGD4 indicators are generated from varity of sources and different stakeholders are involved in the process:
1. The education sector dedicated units (Planning and Assessment/Examination unit)
and the West African Examination Council
2. The Health sector (Early childhood data)
3. The Gambia Bureau of Statistics (MICS and IHS data)
4. Trade and Industry sector (Youth related matters)
5. NGOs and Civil society on specific areas of interest
Data collection tools and reporting requirement differ from one stakeholder to the other.
In the Gambia, information on learning assessment indicators are expected to produce by
the Ministry of education and available on its EMIS platform.
The country is yet toestablish a coordinationmechanism on SDG4reporting
11
Learning and skills related to SDG4
Despite attempts to link student’s information with leaning outcomes, the current reporting option on education related indicators that one could consider reliable and readily available are limited to the information provided by EMIS.
The Gambia
Difficulty to move from MDG to SDG4
12
The Gambia
Learning and skills related to SDG4
The EMIS does not provide information on specific SDG4 learning assessment indicators. The education system has to rely on other data sources.
SGD4 Data source Freq Age/ grade level
Remarks
4.1.1 a EGRAEGMA
2 yrs
Grades 1,2 and 3
Local expertise available.Funding donor driven
4.1.1 b NA NA NA A proxy indicator is used which is derivedfrom the National Assessment Test in Grade 5 on students orverall performance in English language amd Mathematics using pass rates.
4.1.1 c Examinationresults
1 yr Grade 9 Students overall performance in English andMathematics. However, this indicator doesnot report directly to the SDG 4 target.
13
The Gambia
Learning and skills related to SDG4
The EMIS does not provide information on specific SDG4 learning assessment indicators. The education system has to rely on other data sources.
SGD4 Data source Freq Age/ grade level
Remarks
4.2.1 Adhocsurveys,MICS and IHS
adhoc Under 5 yrs
Donor driven and information not alwaysavailable and reported as in SDG
4.4.2 Surveys, adhoc - Limited information traceable on adhocsurveys
4.6.1 Census/MICS and IHS
10 yrs All agegroups
Statistic Bureau. Information on literacy and numeracy not always satisfactory.
4.7.4 Policy doc & learning Mat.
- All levels
Assessment related information not available
4.7.5 NA NA - -
14
The Gambia
Challenges in tracking learning assessment data
• Benchmarks not define at the national level
• Indicators related to SDG4 learning targets are not always clearly well-defined. What isa minimum proficiency? Psychosocial well-being?
• information provided on learning assessment does not always relates with grades asthe SDG4
• Absence of a coordination structure that cuts across sub-sectors to collect andcompile administrative, assessment data and household information for reportingand analysis
• Limited local capacities to measure learning outcomes at various levels in formal andnon-formal settings
• Lack of capacity to develop a standardized instrument and related tools to measure21st century related skills (Human right, global citizenship awareness …).
• Lack of synchronization between policy goals, targets and the SDG4 learningindicators
• Data collection activities on indicators that not captured by the EMIS are highly donoror development partner dependent.
• Different reporting format and tools used by the variety of stakeholders involved inSDG4 reporting
15
The Gambia
Capacity needs
• Develop of standardized instruments to measure learning outcomes related toSDG4 at all levels and in all settings.
• Develop simple monotoring tools that could be used at the decentralized levelto capture learning outcomes
• Establish a local coordination Unit on SDG4
• Provide a detailed lexicology of the different concepts that is accessible andunderstandable by all stakeholders.
• Provide a framework to EMIS managers to integrate learning outcomesderived from Assessment Data and Household Surveys
• Develop proxy indicators to address issues of missing data
• Review all data collection questionnaire and ensure their alignment in order toimprove reporting on the SDG 4 indicators
• Improve local capacity to conduct large-scale assessment surveys
Thank you! Ousmane Senghor
Head of Assessment Unit – Ministry of Basic and Secondary Education
PRESENTATION DU TCHAD
OUMAR ALI MOUSTAPHA
Directeur de la Promotion des Ecoles Nomades, Insulaires et des
Enseignements Spécialisés(DPENIES-MENPC),
Point Focal TALENT, UNESCO Dakar
GAML 5, Hambourg, République Fédérale
d’Allemagne
17-18 Octobre 2018
18
TCHAD
PRESENTATION DU TCHAD ET SON
CONTEXTE scoalire
Un Plan intérimaire de l’éducation auTchad arrimé aux ODD4 en cours
•Taux de redoublement moyen de 21,7%et taux d’abandon de 23,0% en 2014)
•Faible qualification du corps enseignantsouvent démotivé (uniquement 12% ontreçu une formation initiale appropriée,
•75% des enseignants sont des maitrescommunautaires payés par les parents
•1 manuel pour 5 élèves
Superficie 1 .284.000 km27Population: 11 175 9152
Taux de croissance Le taux de croissance
démographique annuelle est estimé à 3,6%.
19
Cinq défis majeurs apparaissent comme essentiels au regard de l’analyse sectorielle du système éducatif tchadien:
1. Accroître l’offre d’éducation dans tous les ordres d'enseignement ;
2. Améliorer la qualité des apprentissages et des acquis scolaires pour les apprenants;
3. Mettre en adéquation le niveau de financement du secteur avec les ambitions de développement retenues ;
4. Rendre l’éducation dans tous les ordres d’enseignement plus équitable, en veillant à la réduction des disparités ;
5. Rendre plus performants et plus efficaces la gestion et la gouvernance du système éducatif.
DEFIS MAJEURS DU SYSTÈME EDUCATIF TCHADIEN
20
-Le Ministère de l’éducation à travers la direction des examens et concours (évaluation formative, évaluation sommative dans les salles de classe, examens nationaux certificatifs (BEF, BAC))
-PASEC en ce qui concerne l’échelle d’échantillon du primaire (CE-CM) en mathématiques et en lecture;
-De l’enseignement moyen(5ème – 4èm) pour tous les domaines
TCHAD
Quels groupes ou institutions dans votre pays produisent et / ou assemblent les données afin de faire rapport sur les odd?
21
Le niveau des acquisitions de compétences au seindu système éducatif tchadien est faible;
Le secteur de l’éducation nationale ne dispose pasd’un système d’évaluation des acquis scolaires desélèves fiables;
Manque des outils d’évaluation à grande échelle
Les résultats du PASEC 2014 montrent que lesystème éducatif tchadien demeure positionné parmiles pays les moins efficaces de la région du débutjusqu’ la fin du primaire en lecture qu’enmathématiques
Une grande proportion des élèves ne maîtrisent pasle français à 82% en langue et 52% enmathématiques), ii)
manque de dispositif comportant des outils decollecte de données sur l’élève, l’enseignant et le chefde l’établissement
TCHAD
Existe-t-il des défis auxquels votre pays est confronté dans la mise en œuvre des évaluations d’apprentissage décrites dans le tableau?
22
TCHAD
IndicateursODD4
Votre pays dispose-t-il d'une source de données pour cet indicateur?
Source de données / évaluation
Groupe d'âge / niveau scolaire couvert
Fréquence de la collecte de données
Institution / agence / unité responsable de la collecte de ces données
4.1.1 a PIET PASEC 2014 7-9 ans 2 ans PASEC
4.1.1 b2 248 537
PIET PASEC 2014 9-11 ans 2 ans PASEC
4.1.1.c106 825
PIET PIET 15-18 1 an ONECS
4.2.1
4.4.2
4.6.1
4.7.4
23
• Mise en place d’un système national d’évaluation des acquisdans l’enseignement formel et non formel
• Conception et élaboration des outils du système nationald’évaluation
• Formation des cadre nationaux d’évaluation
• Renforcement de capacité des cadres de la direction desstatistiques dans la collettes des données en lien avecl’évaluation nationale
• Préparation et organisation des premières évaluationsnationales à grande échelle du système formel et du systèmenon formel
• Prise en charge du fonctionnement la structure du systèmenational d’évaluation
• Formation des acteurs pluridisciplinaire du MENPC afind’assurer l’autonomie de l’instance d’évaluation pour uneopérationnalisation pérenne du dispositif nationald’évaluation
TCHAD
Quels sont, le cas échéant, les besoins de votre pays en matière de renforcement des capacités en ce qui concerne les évaluations d’apprentissage que vous avez énumérées?
24
TCHAD
Une fille de Cm2 en séance de lecture
25
TCHAD
Une fille nomade de cp2 en seance de lecture
26
En pleine zone de nomade dans le parc de zakouma
TCHAD
JE VOUS REMERCIE POUR VOTRE
AIMABLE ATTENTIONOUMAR ALI
MOUSTAPHAoumargore78@gmail.
com
Session 6 – Capacity development in the implementation of SDG4
CAMBODIA GAML5October 2018
Hamburg, Germany
29
SDG4: What does it mean for Cambodia?
• SGD4 has switched Cambodia’s attention to quality and equity in education more than previously.
• The attention to quality and equity has been seen as a key strategy to improve access to and educational attainment in the secondary education (Cambodia is facing a high school dropout at this level, resulting in about only 20% of students remaining in school through to end of Year 12).
• Many school retention policies (scholarship for girls and the poor) are in place at the secondary education level; meanwhile education reforms are being focused, with priorities placed, among others, on the quality of teaching and learning as well as school management and leadership.
• But the success of those efforts has to be informed by student assessment data.
30
What data are used in Cambodia to describe student learning and the system?
National assessment of student achievement at grades 3, 6, 8 and 11 (4-year cycle)
It is curriculum-based and uses a nationally represented sample.
It measures students in three subjects: Khmer, mathematics and physics.
Regional assessment of student achievement at grade 5---South-East Asia Learning Metric (SEA-PLM)
It is generic curriculum-based (common curriculum across the participating countries).
It also measures global citizenship.
International assessment of student achievement at age 15---Programme for International Student Assessment for Development (PISA-D)
It is competency-based and measures reading, mathematics and science.
PISA-D is a key entry for Cambodia to produce high-quality data in the long run.
All are conducted by a specialized department
under the Ministry of Education, Youth and
Sport.
31
CAMBODIA
SDG 4 Indicator
Does your country have a source of data for this indicator?
Data source/ assessment
Age group/ grade level covered
Frequency of data collection
Institution/ agency/unit responsible for collecting these data
4.1.1a Yes---completion rate (localized indicator)
EMIS Grades 1-6 Every year PoE (School/DoE)
4.1.1b Yes---completion rate (localized indicator)
EMIS Grades 7-9 Every year PoE (School/DoE)
4.1.1c Yes---completion rate (localized indicator)
EMIS Grades 10-12 Every year PoE (School/DoE)
4.2.1 Yes---preschool enrollment rate
ECD Ages 5 and 6 who have passed ECD programs
Every year ECD
4.4.2 N/A N/A N/A N/A N/A
32
CAMBODIA
SDG 4 Indicator
Does your country have a source of data for this indicator?
Data source/ assessment
Age group/ grade level covered
Frequency of data collection
Institution/ agency/unit responsible for collecting these data
4.6.1 Yes---Adult literacy rate
CSES 15+ years Every year MoP
4.7.4 N/A N/A N/A N/A N/A
4.7.5 N/A N/A N/A N/A N/A
33
• SDG4 indicators for Cambodia are now more relevant to student enrollment and completion rates as well as to teacher education as it is the urgent need of the system.
• Producing learning level data is not a challenge but setting it against SDG4 really is due to the underuse of student assessment results and the lack of assessment of previous education interventions and resource uses.
• SEA-PLM and PISA-D are in the inception phase, while the national assessment is not linked to competency framework, making the measurement of students’ competence difficult for now.
• The national assessment has yet to capture (i) global citizenship education and (ii) education for sustainable development/21st century.
Are there challenges that your country faces in implementing the learning assessments as outlined in the table?
34
What kind of support (resources, capacity, etc.) might your country need in order to collect and report on learning data in a reliable and timely manner?
• How to produce reliable scale score and proficiency levels to compare trend
• How to develop competency-based assessment to align it with the new curriculum framework
• How to utilize assessment results to improve competency-based teaching and learning
CAMBODIA
35
What, if any, capacity building needs does your country have in relation to the learning assessments you have listed?
• SDG-based planning (to align SDG with our key actions)
• Development of assessment communication products
• Competency-based classroom assessment
CAMBODIA
36
What groups or institutions in your country are producing and/or assembling the data for reporting against the SDGs?
• Education Quality Assurance Department• Department of Planning• EMIS Department• Monitoring & Evaluation Department
CAMBODIA
Thank you! NAME: Ung Chinna
POSITION: Director of Education Quality Assurance
COUNTRY: Cambodia
YOUTH AND ADULT LITERACY AND NUMERACY
The United Republic of Tanzania
October 2018Hamburg, Germany
39
•Population about 55 million people
•Area: Covers 945,087 square km.
•The Education and Training Policy of 1995 stipulated the structure of the formal education and training system in Tanzania as 2–7–4–2-3+,that is;
2 years of pre-primary education (year 1 and 2);
7 years of primary education (Standard I-VII);
4 years of secondary ordinary level education (Form1-4);
2 years of secondary advanced level education (Form 5 and 6) and 3 or more years of higher education.
THE EDUCATION SYSTEM OF TANZANIA
The Education
system of
Tanzania in brief.
40
Indicators for Reference
SDG Description
4.1 Proportion of children and young people … achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.1a (a) in grades 2/3
4.1.1b (b) at the end of primary
4.1.1c (c) at the end of lower secondary
4.2.1 Proportion of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being, by sex
4.4.2 Proportion of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills
4.6.1 Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7.4 Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment
4.7.5 Proportion of 15-year old students showing proficiency in knowledge of environmental science and geoscience
41
SDG4Indicator
DataSource Available?
Source of Data
Grade level Covered
Frequency of Data Collection
Institutions/Agency for Datacollection
4.1.1(a) YES Standard II NatiaonalAssessment
Studentscompleting standard II
Annually NECTA, Others, e.g. USAID, ..
4.1.1 (b) YES PSLE Studentscompleting primary education
Annually NECTA
4.1.1 (c) YES CSEE Studentscompleting O’ level
Annually NECTA
4.6.1 YES BEST Adult not the forma ed.
Annually BST
UNITED REPUBLIC OF TANZANIA
Data Sources and Coverage
42
The Challenges The Country Faces In Implementing The Learning Assessments
• Some of the learning assessments are yet to bebenchmarked and therefore they are not assessed.
• Lack of funds to make the assessments sustainableespecially those not linked directly with the functions ofthe National assessment body (NECTA).
• Technical capabilities in some areas still needs to be improved particularly data analysis and presentation in sampled assessments.
THE UNITED REPUBLIC OF TANZANIA
43
The kind of Support the Country Needs in Order to Collect and Report on Learning Data in a Reliable and Timely Manner
• Capacity Building in terms of training especially in:Assessment tools development, administration of the assessmentsdata analysis and development of reports.
• Resources to fund the assessments and develop strategies to make them sustainable.
THE UNITED REPUBLIC OF TANZANIA
Mpuya K. MalabaPrincipal Examinations Officer I - NECTA
Thank you for listening !
Proposed GAML TaskForce on CapacityDevelopmentBrookings Institution & GPE
GAML5October 2018
Hamburg, Germany
46
• Chaired by Brookings Institution
• Members have included the World Bank, OECD, NORRAD, ASER Centre, ITA Pakistan, ACER, GPE and others
• Two main outputs in 2017:
• overseeing the development of the Principles of Good Practice in Learning Assessment (also known as the Manual of Good Practices in Learning Assessment).
• providing inputs on a number of capacity development resources such as the “quick guides” series produced by the GAML Secretariat (Quick Guide 3 on Implementing a National Learning Assessment and Quick Guide 2 on Making the Case for a Learning Assessment)
• However there is now need for much greater focus on capacity development!
Task Force on Assessment Implementation (AI)
47
Data coverage/coherence
• Mapping and mobilization (and/or development) of a number of different types of learning assessments and other data sources
• Lack of clarity around construct definitions of the skills within these indicators
• Lack of alignment between particular country designations of grades and learning outcomes and the specifications of the SDGs
• Multiplicity of stakeholders at country level who are “in charge of” the different data sources and an unclear sense of linkages between them
Data quality
• Concerns over the quality of assessment tools
• Lack of technical expertise for assessment design, administration, analysis, and reporting
• Lack of financial resources
Challenges in regard to capacity development
48
Guides/tools
• Principles of Good Practice in Learning Assessment
• Quick Guide to Education Indicators for SDG 4
• Content & Procedural Alignment Tools
• World Bank’s National Assessments of Educational Achievement series
Training courses
• IEA workshops
• UNESCO IIEP’s MOOC on learning assessments
• World Bank open access e-learning course on student learning assessment
Diagnostic tools/frameworks
• World Bank’s SABER-Student Assessment
• GPE’s Analysis of National Learning Assessment Systems (ANLAS)
Existing capacity development resources
49
Capacity development as a part of cross-national assessments and networks
• Participation in cross-national assessments
• Participation in regional networks which offer capacity development and knowledge sharing
Country-focused technical assistance/support
• Fielding of technical assistance for specific aspects of countries’ assessment systems
• Upskilling of relevant officials
Existing capacity development resources (cont’d)
50
Better understanding of capacity development resources and practices
• To provide easy access to existing and upcoming capacity development
resources which are available to countries
• To highlight lessons learned and good practices in regard to capacity
development, through a series of case studies
• To develop and pilot prototype capacity development workshops
(presentations, training material, etc.) to describe and explain the SDG
monitoring process
Organizational aspects of monitoring and reporting
• To support country-level mapping of learning assessments and other data
sources vis-à-vis the indicators
• To establish guidelines and approaches, based on data collected from a
representative sample of countries, on the needed organizational links and
procedures for coordinating decisions about data sources and organizations
which are responsible for them
Proposed objectives for GAML Task Force on Capacity Development
51
Proposed composition
Co-chaired by Brookings & GPE
Membership:
• 6-7 countries, to be determined
• 2-3 international organizations and donors
• At least one regional assessment program representative
• Large-scale assessment organization
GAML Task Force on Capacity Development
Thank you!